Deconstructing Cognitive Heterogeneity in Puerto Rican Spanish-Speaking Children With ADHD

2020 ◽  
Vol 26 (7) ◽  
pp. 714-724 ◽  
Author(s):  
Alicia Nuñez ◽  
Liza San Miguel ◽  
Jennifer Keene ◽  
Bradley Donohue ◽  
Daniel N. Allen
Keyword(s):  
Puerto Rican ◽  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Hierarchical Cluster ◽  
Primary Diagnosis ◽  
Cluster Solution ◽  
Puerto Rican Spanish ◽  
Children With Adhd ◽  
Spanish Speaking ◽  
Cluster Profiles

AbstractObjective:There is limited understanding of the cognitive profiles of Spanish-speaking children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study investigated the cognitive cluster profiles of Puerto Rican Spanish-speaking children with ADHD using the Wechsler Intelligence Scales for Children-Fourth Edition Spanish (WISC-IV Spanish) Index scores and examined the association between cognitive cluster profiles with other potentially relevant factors.Method:Hierarchical cluster analysis was used to identify WISC-IV clusters in a sample of 165 Puerto Rican children who had a primary diagnosis of ADHD. To examine the validity of the ADHD clusters, analysis of variances and chi-square analyses were conducted to compare the clusters across sociodemographics (e.g., age and education), type of ADHD diagnosis (ADHD subtype, Learning Disorder comorbidity), and academic achievement.Results:Clusters were differentiated by level and pattern of performance. A five-cluster solution was identified as optimal that included (C1) multiple cognitive deficits, (C2) processing speed deficits, (C3) generally average performance, (C4) perceptual reasoning strengths, and (C5) working memory deficits. Among the five clusters, the profile with multiple cognitive deficits was characterized by poorer performance on the four WISC-IV Spanish Indexes and was associated with adverse sociodemographic characteristics.Conclusions:Results illustrate that there is substantial heterogeneity in cognitive abilities of Puerto Rican Spanish-speaking children with ADHD, and this heterogeneity is associated with a number of relevant outcomes.

Identifying social cognition subgroups in euthymic patients with bipolar disorder: a cluster analytical approach

2020 ◽  
pp. 1-10
Author(s):  
C. Varo ◽  
B. Solé ◽  
E. Jiménez ◽  
C. M. Bonnín ◽  
C. Torrent ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Social Cognition ◽  
Cognitive Abilities ◽  
Visual Memory ◽  
Hierarchical Cluster ◽  
Male Gender ◽  
Cluster Solution ◽  
Illness Duration ◽  
Performance Group ◽  
Associated Risk Factors

Abstract Background Bipolar disorder (BD) is associated with social cognition (SC) impairments even during remission periods although a large heterogeneity has been described. Our aim was to explore the existence of different profiles on SC in euthymic patients with BD, and further explore the potential impact of distinct variables on SC. Methods Hierarchical cluster analysis was conducted using three SC domains [Theory of Mind (ToM), Emotional Intelligence (EI) and Attributional Bias (AB)]. The sample comprised of 131 individuals, 71 patients with BD and 60 healthy control subjects who were compared in terms of SC performance, demographic, clinical, and neurocognitive variables. A logistic regression model was used to estimate the effect of SC-associated risk factors. Results A two-cluster solution was identified with an adjusted-performance group (N = 48, 67.6%) and a low-performance group (N = 23, 32.4%) with mild deficits in ToM and AB domains and with moderate difficulties in EI. Patients with low SC performance were mostly males, showed lower estimated IQ, higher subthreshold depressive symptoms, longer illness duration, and poorer visual memory and attention. Low estimated IQ (OR 0.920, 95% CI 0.863–0.981), male gender (OR 5.661, 95% CI 1.473–21.762), and longer illness duration (OR 1.085, 95% CI 1.006–1.171) contributed the most to the patients clustering. The model explained up to 35% of the variance in SC performance. Conclusions Our results confirmed the existence of two discrete profiles of SC among BD. Nearly two-thirds of patients exhibited adjusted social cognitive abilities. Longer illness duration, male gender, and lower estimated IQ were associated with low SC performance.

The Development of Grammatical Case Distinctions in the Use of Personal Pronouns by Spanish-Speaking Preschoolers

1998 ◽  
Vol 41 (2) ◽  
pp. 394-406 ◽  
Author(s):  
Raquel T. Anderson
Keyword(s):  
Error Analysis ◽  
Puerto Rican ◽  
Analysis Data ◽  
Personal Pronoun ◽  
Personal Pronouns ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
Developmental Theories ◽  
Pronoun Use ◽  
English Speaking

Data on personal pronoun development in Spanish-speaking children was obtained in this study. Forty monolingual Puerto Rican Spanish-speaking children between the ages of 2;0 and 3;11 participated in the investigation. Two tasks were designed to obligate production of nominative and object pronouns in both reflexive and non-reflexive forms. Productive use and error analysis data were obtained and compared to previous data on pronoun development in English. By contrast with the order of productive use of grammatical case distinctions reported in the literature for English-speaking children, the children in the present study demonstrated a pattern in which nominative pronoun use preceded object case use. Implications of these findings for developmental theories that have been presented to explain pronoun development are discussed.

scholarly journals ADHD subtype-specific cognitive correlates and association with self-esteem: a quantitative difference

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Parviz Molavi ◽  
Mehriar Nadermohammadi ◽  
Habibeh Salvat Ghojehbeiglou ◽  
Carmelo M. Vicario ◽  
Michael A. Nitsche ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Self Esteem ◽  
Parent Rating ◽  
Adhd Subtypes ◽  
Cognitive Domains ◽  
Children With Adhd ◽  
Cognitive Correlates ◽  
Adhd Subtype

Abstract Background Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes, and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem rating in ADHD subtypes and explored its association with cognitive correlates. Methods One hundred thirty-nine children with ADHD (80.6% boy, 19.4% girl) were categorized into the predominantly “hyperactive (ADHD-H)”, “inattentive (ADHD-I)” and “combined (ADHD-C)” subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. Results We found a quantitative differentiation of cognitive abilities among ADHD subtypes with “working memory” as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtypes. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. Conclusions ADHD subtype-specific symptoms, cognitive deficits, and self-esteem problems should be considered for precise diagnosis and effective and personalized treatment in ADHD in light of further supporting evidence and assessments. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes. A supportive educational system in school and providing adjunct supportive interventions should be considered for children with ADHD as well.

scholarly journals Fluid Intelligence: Review of Foreign Studies

2018 ◽  
Vol 7 (4) ◽  
pp. 19-43 ◽  
Author(s):  
I.E. Rzhanova ◽  
V.S. Britova ◽  
O.S. Alekseeva ◽  
Yu.A. Burdukova
Keyword(s):  
Working Memory ◽  
Prefrontal Cortex ◽  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Clinical Evidence ◽  
Fluid Intelligence ◽  
General Intelligence ◽  
Children With Adhd ◽  
Fluid Reasoning ◽  
The Relationship

The present review focuses on modern research of fluid intelligence. The concept of fluid intelligence, the place of fluid intelligence in the structure of cognitive abilities, its relation to general intelligence is revealed. The current models of fluid intelligence are considered, including the current leading Cattell–Horn–Carroll model. The neurobiological processes underlying the flexibility of fluid reasoning processes in solving novel problems are discussed. In particular, studies are presented showing that fluid intelligence is mediated by subregions of the prefrontal cortex. Studies of the relationship between fluid intelligence and working memory, as well as studies of fluid intelligence in clinical groups such as children with ADHD and adults with schizophrenia are also discussed. Clinical evidence suggests that fluid intelligence may be key to understanding the structure of cognitive deficits in ADHD syndrome.

Nasometric Values for Normal Spanish-Speaking Females: A Preliminary Report

1996 ◽  
Vol 33 (4) ◽  
pp. 333-336 ◽  
Author(s):  
Raquel T. Anderson
Keyword(s):  
Initial Data ◽  
Puerto Rican ◽  
Preliminary Report ◽  
Normative Data ◽  
Intersubject Variability ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
English Speaking ◽  
High Degree ◽  
Similar Reading

Most normative data available for assessing resonance through instrumentation have been collected with English-speaking individuals. The present study aimed at providing initial data on Spanish for use with the nasometer. Mean nasalance scores were obtained from 40 normal Puerto Rican Spanish-speaking females while they read three types of stimuli: (1) sentences containing nasal consonants, (2) a reading passage with both oral and nasal consonants, and (3) a reading passage with oral consonants. Results indicated significant differences In mean nasalance scores across the nasal sentences, as well as the two paragraph stimuli. In addition, a high degree of intersubject variability in the production of the target stimuli was evidenced. Comparisons with previous English normative data with similar reading stimuli are made and possible avenues for further research on the use of the nasometer with Spanish-speaking populations are discussed.

Phonological development of two-year-old monolingual Puerto Rican Spanish-speaking children

1987 ◽  
Vol 14 (1) ◽  
pp. 57-78 ◽  
Author(s):  
Raquel Anderson ◽  
Bruce L. Smith
Keyword(s):  
Puerto Rican ◽  
Spontaneous Speech ◽  
Target Language ◽  
English Learning ◽  
Phonological Development ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
Similarities And Differences ◽  
The Individual ◽  
Linguistic Backgrounds

ABSTRACTPhonetic and phonological analyses were performed on spontaneous speech samples of six 2–year–old monolingual Puerto Rican Spanish-learning children. The analyses showed a number of patterns of sound usage similar to those found in English-learning children of the same age, as well as children from other linguistic backgrounds. These findings add support to the claim that certain universal patterns exist in phonological development. However, a number of patterns were also observed which seemed to be accounted for by the target language being acquired. Similarities and differences among the individual children are also discussed.

A community-based test of a linguistic hypothesis

1996 ◽  
Vol 25 (1) ◽  
pp. 61-111 ◽  
Author(s):  
Richard Cameron
Keyword(s):  
Puerto Rico ◽  
Puerto Rican ◽  
San Juan ◽  
Community Based ◽  
Functional Compensation ◽  
Puerto Rican Spanish ◽  
Null Subject ◽  
Stratified Sample ◽  
Compensation Hypothesis

ABSTRACTThe Functional Compensation Hypothesis (Hochberg 1986a, b) interprets frequent expression of pronominal subjects as compensation for frequent deletion of agreement marking on finite verbs in Puerto Rican Spanish (PRS). Specifically, this applies to 2sg.túwhere variably deleted word-final -smarks agreement. If the hypothesis is correct, finite verbs with agreement deleted in speech should co-occur more frequently with pronominal subjects than finite verbs with agreement intact. Likewise, social dialects which frequently delete agreement should show higher rates of pronominal expression than social dialects which less frequently delete agreement. These auxiliary hypotheses are tested across a socially stratified sample of 62 speakers from San Juan. Functional compensation does show stylistic and social patterning in the category of Specifictú, not in that of Non-specifictú. However, Non-specifictúis the key to frequency differences between -s-deleting PRS and -s-conserving Madrid; hence the Functional Compensation Hypothesis should be discarded. (Functionalism, compensation, null subject, analogy, Spanish, Puerto Rico)

Abstract WP404: Stroke Cognitive Recovery Model

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Susan Alderman
Keyword(s):  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Belief Systems ◽  
Healthcare Providers ◽  
The Body ◽  
Patient Needs ◽  
Coordinated Care ◽  
Recovery Model ◽  
Cognitive Recovery ◽  
Transitional State

Background: After an acute stroke, 90% of patients have cognitive deficits; 50% remain impaired and 30% develop dementia within one year. Cognitive recovery may not occur without early and coordinated care. Many cognitive deficits, i.e. memory and neglect, are not addressed early, care is not coordinated, and depends on each institution’s guidelines. Nurses must consider all patient needs yet no holistic cognitive recovery model exists to guide them. Purpose: To create a holistic, post-stroke, patient-centered cognitive recovery model capable of guiding care. Methods: Concept synthesis is a new way of grouping or ordering information when relevant data is unclear or unknown. A concept synthesis was performed due to limitations in prior biomedical models, specifically in psychology and rehabilitation, which resulted in ill-defined terms and bias. Results: Cognitive recovery is defined as a transitional state in which a person’s cognitive abilities can be modified to approach pre-injury levels, by the interactions of personal capabilities and four encompassing Environments. Personal capabilities (acceptance, agency and congruence) are internally oriented forces which control self-care behavior. The Environments (resources or forces interacting to help/hinder recovery) are depicted as the Physical (the body), External (social support, therapists, etc.), Internal (psychiatric or emotional forces), and Created (belief systems, attitudes, etc.). Conclusions: When interactions between personal capabilities and Environments are adequate cognitive recovery will progress. Recovery should be comprehensive and nurses are uniquely qualified to ensure all aspects of the person are addressed. This model promotes collaboration among healthcare providers and guidance in identifying and addressing patient needs.

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